Tuesday, 13 Feb 2024

Written Answers Nos. 312-331

Pleananna Oideachais

Ceisteanna (312)

Catherine Connolly

Ceist:

312. D'fhiafraigh Deputy Catherine Connolly den Aire Oideachais maidir le Ceist Pharlaiminte No. 77 of 29 Samhain 2023, an dtabharfaidh sí soiléiriú ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, idir leibhéal an oideachais réamhscoile agus leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; cathain a fhoilseofar an beartas nua; agus an ndéanfaidh sí ráiteas ina thaobh. [6460/24]

Freagraí scríofa

Minister for Education

Chun a fhiafraí den Aire Oideachais maidir le Ceist Pharlaiminte Uimh. 77 an 29 Samhain 2023; soiléiriú a thabhairt ar an dul chun cinn atá déanta maidir leis an bplean chun beartas cuimsitheach don Ghaeilge sa chóras oideachais, idir leibhéal an oideachais réamhscoile agus leibhéal an oideachais do mhúinteoirí, a fhorbairt agus a fhoilsiú; cathain a fhoilseofar an beartas nua; agus an ndéanfaidh sí ráiteas ina thaobh.

Freagra

Tá obair leanúnach ar siúl i mo Roinnse faoi láthair chun polasaí nua a fhorbairt don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht. Tógfaidh an polasaí nua seo ar an méid atá bainte amach ag an bPolasaí don Oideachas Gaeltachta agus beidh sé mar chéim thábhachtach eile i dtreo ghealltanais Chlár an Rialtais a chomhlíonadh.

Tá an coiste stiúrtha le hionadaithe ó na ranna agus gníomhaireachtaí rialtais ábhartha, ag leanúint ar aghaidh ag déanamh maoirseachta ar fhorbairt an pholasaí.

Cuireadh próiseas comhairliúcháin poiblí ar bun chun tuairimí páirtithe leasmhara a fháil – daoine óga, tuismitheoirí, gairmithe oideachais, páirtithe leasmhara oideachais agus eagraíochta Gaeilge ina measc. Bhí trí thréimhse sa chomhairliúchán seo – ceistneoir ar líne agus glao ar aighneachtaí scríofa, sraith grúpaí fócais, agus cruinnithe déthaobhacha idir mo Roinn agus páirtithe leasmhara.

Tá anailís déanta ag Sealbhú, ionad taighde in DCU, ar an eolas ar fad a bailíodh le linn an chomhairliúcháin. Tá na tuairiscí faoi bhráid an Choiste Stiúrtha faoi láthair agus foilseofar ar shuíomh na Roinne in am trátha iad.

Tá réimse gníomhartha glactha le cinntiú go mbeidh an polasaí nua bunaithe ar thaighde reatha:

• Tá athbhreithniú ar an litríocht maidir leis an tumoideachas trí mheán mionteangacha coimisiúnaithe trí phróiseas soláthair phoiblí agus déanta ag Sealbhú, DCU.

• Scríobhadh agus foilsíodh tuarascáil a thugann léargas ar sholáthar don oideachas lán-Ghaeilge lasmuigh den Ghaeltacht ag mo Roinnse.

• Tá taighde maidir le haonaid agus sruthanna lán-Ghaeilge i scoileanna meán-Bhéarla ar bun.

• Foilsíodh dhá thuarascáil ilchodacha ar thorthaí cigireachta ar chaighdeán soláthair oideachais i nGaelscoileanna agus i nGaelcholáistí in earrach na bliana 2021. Tugann na tuarascálacha seo léargas cabhrach ar chleachtais i scoileanna. Tá tuarascáil ar thorthaí cigireachta ar naíonraí á ullmhú chomh maith.

Táim ag súil leis an obair thábhachtach seo a thabhairt chun cinn, chun an t-oideachas lán-Ghaeilge a neartú agus chun tógáil ar na torthaí dearfacha atá á mbaint amach cheana féin i gcur i bhfeidhm an Pholasaí don Oideachas Gaeltachta. Táim ag súil freisin le bheith ag obair leis na páirtithe leasmhara ábhartha chun na céimeanna éagsúla chun an polasaí a fhorbairt a chur chun cinn.

Answer

Work is currently ongoing in my Department on the development of a new policy on Irish-medium education outside of the Gaeltacht. This new policy will build on the achievements of the Policy on Gaeltacht Education and will be another important step towards achieving the Programme for Government commitment.

The steering committee with representatives from relevant Government Departments and Agencies is continuing to oversee the development of the policy.

A public consultation process has been conducted to gather the views of stakeholders, including young people, parents, education professionals, education stakeholders and Irish-language organisations. There were three phases in this consultation – an online questionnaire and a call for written submissions, a series of focus groups, and bilateral meetings between my Department and stakeholders.

Sealbhú, the research centre in DCU, has carried out an analysis of all information gathered during the consultation. The reports are currently being reviewed by the Steering Committee and will be published on the Department’s website in due course.

A number of actions are being taken to ensure that the new policy will be informed by current research:

• A review of national and international literature has been commissioned through a public procurement process and has been carried out by Sealbhú, DCU.

• A report giving an overview of provision for Irish-medium education outside of Gaeltacht areas was compiled and published by my Department.

• Research on Irish-medium Aonaid and Sruthanna (Units and Streams) in English-medium schools is being carried out.

• Two composite reports on inspection findings on the quality of educational provision in Gaelscoileanna and Gaelcholáistí were published in spring 2021. These reports provide a helpful insight into practice in schools. A report on inspection findings from visits to Irish-medium early learning and care settings is also being prepared.

I look forward to progressing this important work of strengthening Irish-medium education provision and building on the positive outcomes already being achieved in the implementation of the Policy on Gaeltacht Education. I also look forward to working with relevant stakeholders in the development of this policy.

School Admissions

Ceisteanna (313)

Catherine Connolly

Ceist:

313. Deputy Catherine Connolly asked the Minister for Education her plans to develop school catchment areas that would be applicable nationwide; and if she will make a statement on the matter. [6461/24]

Freagraí scríofa

Minister for Education

Under the Education Act 1998, the question of enrolment policy in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school patron. The selection process and the enrolment policy on which it is based must be non-discriminatory and must be applied fairly in respect of all applicants. However, this may result in some pupils not obtaining a place in the school of their first choice. The Education (Admission to Schools) Act 2018 requires schools to clearly set out their selection criteria in their admission policies. Schools have discretion in relation to their admission criteria and how they are applied. Living in a particular catchment area is one criteria that a school may apply. The criteria to be applied by schools and the order of priority are a matter for the schools themselves. My Department does not intervene in the criteria set by a school.

My Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.

In order to plan for school provision and to analyse the relevant demographic data, the Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

New schools established since 2011 to meet demographic demand are required, in the first instance, to prioritise pupil applications from within the designated school planning area(s) which the school was established to serve. This does not preclude schools from enrolling pupils from outside of the school planning area where they have sufficient places, rather it reflects the need to accommodate in the first instance the demographic for which the school was established.

In most areas, school planning areas were based on traditional school catchment areas where all primary schools were assigned to a post-primary feeder area (typically a population centre or town), containing one or more post-primary schools. With the introduction of Small Areas in Census 2011, these feeder areas were amended to align with Census Small Areas. The current school planning areas take account not only of local groupings of schools, but also of natural boundaries, Census Small Areas and other local conditions.

As stated above, the question of enrolment in individual schools, including the setting of catchment areas, is the responsibility of the Board of Management on behalf of the school Patron and my Department does not seek to intervene in decisions made by schools in such matters. It is the responsibility of the managerial authorities of all schools to implement an enrolment policy in accordance with the Education Act, 1998.

Section 29 of the Education Act, 1998 provides for an appeal by a parent or guardian to the Secretary General of my Department, or in the case of an Educational Training Board (ETB) school to the ETB in the first instance, where a Board of Management of a school, or a person acting on behalf of the Board, refuses to enrol a student in a school.

Further information on the Section 29 appeals process is available on my Department's website www.education.ie. The Education Welfare Service (EWS) of the Child and Family Agency (Tusla) is the statutory agency which can assist parents who are experiencing difficulty in securing a school place for their child. The EWS can be contacted at 01-7718500.

School Admissions

Ceisteanna (314)

Réada Cronin

Ceist:

314. Deputy Réada Cronin asked the Minister for Education how many children in north Kildare are currently left without a school-place in secondary school; and if she will make a statement on the matter. [6476/24]

Freagraí scríofa

Minister for Education

I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.

My Department is aware of pressures for school places for the 2024/25 school year in North Kildare School Planning Areas of Maynooth, Newbridge, Naas, Celbridge, Kilcock, Curragh, Kildare and Prosperous_Clane.

A critical next step for my Department is to establish the actual number of additional first year places required for 2024 in order for an appropriate solution to be put in place. In that context, schools in a number of areas of enrolment pressure, including Maynooth, Newbridge, Naas, Celbridge, Kilcock, Curragh, Kildare and Prosperous_Clane, have been requested to share data on applications for admissions. This data has been received by my officials and is currently being analysed with a view to establishing the actual requirement for places. Preliminary assessments indicate that duplications of applications, and applications from outside the local area, are contributing to enrolment pressures in North Kildare School Planning Areas.

The availability of places is a matter for each individual school in the context of their Admissions legislation. Enrolment data for previous schools years is available on the Department website. Provisional enrolment data for the 2023/24 school year is available of the Departments website at www.gov.ie

Nevertheless, my Department is working to clarify the actual requirement for additional school places and to identify particular further capacity requirements for 2024 and forthcoming years. My Department will engage with schools and patrons to put any required solutions in place - beyond those that are already in train - to ensure sufficient school places to meet the needs of students in the area.

I can assure the Deputy that Department officials will continue to actively engage with schools and patrons to ensure that there is appropriate provision for all students in the Maynooth, Newbridge, Naas, Celbridge, Kilcock, Curragh, Kildare and Prosperous_Clane area for the 2024/25 school year and into the future. Families can be assured that any necessary solution will be delivered so that all of the children in North Kildare School Planning Areas will receive a first year place.

School Admissions

Ceisteanna (315)

Réada Cronin

Ceist:

315. Deputy Réada Cronin asked the Minister for Education how long each child now relying on home tuition due to a lack of a school-places is availing of the service; and if she will make a statement on the matter. [6477/24]

Freagraí scríofa

Minister for Education

It is an absolute priority of the Department to ensure that every child in the state has access to a school place that is appropriate to their needs and we are continually investing in existing and new schools to ensure that this is the case.

Since 2020, my Department has invested in the region of €4.3 billion in our schools throughout the country, including the completion of over 750 school building projects with construction currently underway at approximately 300 other projects, which includes 34 new school buildings. School building projects at construction involve an overall State investment of over €1.2 billion. This is a record level of investment in our schools and highlights the Government’s very strong track record of delivery in providing additional capacity and modern facilities for our school communities.

This capital investment is underpinned by a robust school planning approach that uses a Geographical Information System to anticipate school place demand. Information from a range of sources, including Child Benefit Data, school enrolment data and information on residential development activity is utilised for this purpose.

The Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school.

Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available, for a variety of reasons. It is a short term measure, and should not be regarded as an optional alternative to a school placement. Aspects of the scheme differ, depending on the reason for the application.

The Department of Education operates three categories of home tuition:

1. Home tuition for children with special educational needs and on medical grounds. Further detail is available on gov - Home Tuition (www.gov.ie)

2. Maternity-related absences gov - Home Tuition (www.gov.ie)

3. Reasons other than special educational needs and medical grounds

a. Strand 1 offers a temporary educational measure for a child who is temporarily without a school place, or without the offer of a school place and who is a actively seeking a place in a school recognised by the department. No School Place (NSP) Home Tuition Scheme provides interim provision for children without a school place, without the offer of a school place and for whom a place is being actively sought. Provision of tuition under this scheme is for a maximum of 9 hours per week for a period of 12 weeks or until the end of the school year or until the child in question receives an offer of a school place, whichever occurs first.

b. Strand 2 of this scheme is for children in care, who are without a school place due to emergency placement or placement disruption. The CIC Home Tuition Grant Scheme provides tuition for a maximum of 6 weeks for Children in Care for a maximum of 9 hours per week who are without a school place due to emergency placement or placement disruption. The maximum number of weeks of Home Tuition funding available under this scheme in any school year is 6 weeks. If, following 6 weeks the child is still without a school place, an application for the Department’s NSP Home Tuition Grant Scheme may then be made.

Home tuition is not an alternative to a school placement and is provided in very limited and specific circumstances By its nature, it is intended to be a short term intervention. There are a variety of reasons why a child may be without a school place such as children moving school mid-year, family relocating, expulsion, children receiving a place further away than they can travel to and HTS as a short-term solution until a transport solution is put in place.

In 2023/2024 119 pupils have availed of Home Tuition Strand 1 and Strand 2- 85% have availed of or are availing of 12 weeks of Home tuition with a further 15% availing of an additional 12 weeks of Home Tuition.

The Educational Welfare Service is part of Tusla Education Support Service and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention.. The Educational Welfare Service can assist parents who are experiencing difficulty in securing a school placement for their child. Solutions will continue to be advanced to ensure that home tuition, where required for reasons of not immediately having a school place, remains a short term intervention. Home tuition is not an alternative to a school placement. Application forms for the home tuition scheme for students who are temporarily without a school place, are without an offer of a school place and are actively seeking a school placement in a recognised school grant scheme are available from the local educational welfare officer (EWO) or the appointed social worker. The Educational Welfare Service can assist a family when applying for home tuition if the child/young person is without a school placement. Home tutors are engaged by the parents/guardian of the child who is to receive tuition and the tutor has no contractual relationship with the Department of Education.

School Admissions

Ceisteanna (316)

Réada Cronin

Ceist:

316. Deputy Réada Cronin asked the Minister for Education if, as per an RTÉ interview, she is now guaranteeing a first-year school place for each child who requires one in north Kildare in the school year 2024; if she can further guarantee a school place in second year for the children currently without a school place in first year; and if she will make a statement on the matter. [6478/24]

Freagraí scríofa

Minister for Education

I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.

My Department is aware of pressures for school places for the 2024/25 school year in North Kildare School Planning Areas of Maynooth, Newbridge, Naas, Celbridge, Kilcock, Curragh, Kildare and Prosperous_Clane.

As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.

The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in areas where a need has been identified.

While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.

There are a variety of reasons why a child may be without a school place during a school year such as children moving school mid-year, family relocating, expulsion, or requiring time for a school transport solution to be put in place.

The Educational Welfare Service is part of Tusla Education Support Service and operates under the Education (Welfare) Act, 2000. The Educational Welfare Service can assist parents who are experiencing difficulty in securing a school placement for their child.

Solutions will continue to be advanced to ensure that home tuition, where required for reasons of not immediately having a school place, remains a short term intervention.

There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.

School Admissions

Ceisteanna (317)

Réada Cronin

Ceist:

317. Deputy Réada Cronin asked the Minister for Education if, as per RTÉ interview, she is now guaranteeing a first year school place for each child who requires one in north Kildare in the school year 2024; if she can further guarantee a school-place in second year for the children currently without a school-place in first year; and if she will make a statement on the matter. [6479/24]

Freagraí scríofa

Minister for Education

I can assure the Deputy that the provision of school places to meet the needs of children and young people at primary and post primary level, including children and young people with special educational needs is an absolute priority for the Department.

My Department is aware of pressures for school places for the 2024/25 school year in North Kildare School Planning Areas of Maynooth, Newbridge, Naas, Celbridge, Kilcock, Curragh, Kildare and Prosperous_Clane.

As part of planning for September 2024, data on applications for admission has been received by the department from post-primary schools across these areas of enrolment pressure, and updated data on offers and acceptances continues to be received as admissions processes transact.

The sharing of this data has been very effective in the identification of school place requirements across the areas. In the majority of areas across Kildare, through the work of schools, patrons, management bodies and the Department, there are sufficient school places available to meet the needs of children in the area. The Department is working with schools and patrons to make additional places available in a small number of areas where a need has been identified.

While some applicants may not yet have received an offer of a school place for 2024/25, families can be assured that all children who require a school place will be provided with one. The Department is continuing to work with schools and patrons to ensure that there are sufficient school places available, and to put any required solutions in place.

There will be greater clarity for families over the coming weeks as admissions processes continue to work through and required additional places come on stream.

School Admissions

Ceisteanna (318)

Réada Cronin

Ceist:

318. Deputy Réada Cronin asked the Minister for Education how many times her Department has forced a school to take a child who was not awarded a school place in each of the last three years, in tabular form; and if she will make a statement on the matter. [6480/24]

Freagraí scríofa

Minister for Education

The Department's main responsibility is to ensure that schools in an area can, between them, cater for all pupils seeking school places in the area.

Where a board of management makes a decision to refuse admission, a parent/guardian can appeal that decision under Section 29 of the Education Act, 1998, and an independent appeals committee will be appointed to consider the appeal.

This department has no authority to compel a school to admit a student, except in circumstances where an appeal under Section 29 of the Education Act, 1998 has been allowed and the appeals committee directs that the school admit the child concerned.

The number of appeals allowed under Section 29 where a student was initially refused admission to enrol for the relevant year is as follows:

-	2023	2022	2021
Total no. of Admission Appeals Allowed	22	8	19

If a parent is unsuccessful with a Section 29 appeal they may be able to qualify for home tuition. The Home Tuition Grant Scheme is available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available and should not be regarded as an optional alternative to a school placement.

Tusla Education Support Service (TESS) has the responsibility to support a family when applying or home tuition if the child/young person is without a school placement. Home tutors are engaged by the parents/guardian of the child who is to receive tuition and the tutor has no contractual relationship with the Department of Education.

If a parent/guardian is unsuccessful sourcing a tutor for home tuition they should contact Tusla Education Support Service (TESS). Application forms for the home tuition scheme for students who are temporarily without a school place, are without an offer of a school place and are actively seeking a school placement in a recognised school grant scheme are available from the local Educational Welfare Officer (EWO) or the appointed social worker. Educational Welfare Officers are available to assist parents with the application for home tuition, if needed.

Section 67(3) of the Education (Admission to Schools) Act 2018 was enacted in August 2022 and provides Tusla with the power to designate a school for a child to attend. In the period since, the Educational Welfare Services (EWS) have completed one designation under Section 67.

School Admissions

Ceisteanna (319)

Réada Cronin

Ceist:

319. Deputy Réada Cronin asked the Minister for Education if she will, as a matter of urgency, be ‘requiring’ schools in north Kildare to accept a child who has not been successful in being awarded a school-place in first year and other years; and if she will make a statement on the matter. [6481/24]

Freagraí scríofa

Minister for Education

It is an absolute priority of my Department to ensure that every child in the state has access to a school place that is appropriate to their needs and we are continually investing in existing and new schools to ensure that this is the case. There are a variety of reasons why a child may be without a school place, such as, children moving school mid-year, family relocating, expulsion and children receiving a place further away than they can travel to.

The Educational Welfare Service (EWS) is part of Tusla Education Support Service (TESS) and operates under the Education (Welfare) Act, 2000, a piece of legislation that emphasises the promotion of school attendance, participation and retention. The EWS is a statutory service and its primary role is to ensure that every child either attends school regularly or otherwise receives a certain minimum education and to ensure and secure every child’s entitlement to education.

The Educational Welfare Service can assist parents who are experiencing difficulty in securing a school placement for their child. Referrals to the Educational Welfare Service may be made throughout the school year. Once a referral is made to the Educational Welfare Service in respect of a child or young person with no school place, it will remain an open case until such time as a school place is offered and accepted.

The Home Tuition Grant Scheme is also available to provide funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. Home tuition is provided as an interim measure only for children for whom a placement in a recognised school is not currently available. Solutions will continue to be advanced to ensure that, home tuition, where required for reasons of not immediately having a school place, remains a short term intervention.

Home Schooling

Ceisteanna (320)

Réada Cronin

Ceist:

320. Deputy Réada Cronin asked the Minister for Education to outline any plans her Department has to make online home schooling available to children for whom in-class education is problematic for a variety of reasons, and who thrived in the online learning situation during the lockdown phases of the ongoing Covid pandemic; and if she will make a statement on the matter. [6482/24]

Freagraí scríofa

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers. Where children with more complex needs require additional supports, special classes and special school places are provided.

In 2023, my department spent over €2.6 billion on special education and further progress will be made this year as an additional €113 million will be dedicated to providing supports for children with special educational needs.

This includes funding to support children with special educational needs in mainstream classes; funding for new special classes and new special school places; additional special educational teachers, special needs assistants (SNAs) and funding for the National Educational Psychological Service (NEPS).

In 2024, the number of teaching and SNA posts in our schools will increase with an additional 744 teachers and 1,216 SNAs added to deliver up to 2,700 new places for children with special educational needs. This will mean we will have over 41,500 qualified and committed people in our schools who are focused wholly and exclusively on supporting children with special educational needs.

The NCSE has the responsibility for planning and coordinating school supports for children with special educational needs and is supported by my department in delivering these supports.

The department's Home Tuition Grant Scheme provides funding towards the provision of a compensatory educational service for children who, for a number of specific reasons, are unable to attend school. By its nature, it is intended to be a short term intervention.

The scheme is governed by annual circulars which set out the details, purpose and eligibility criteria. Circular 0024/2023 provides information in relation to the 2023/24 Home Tuition Grant Scheme and can be accessed on gov.ie.

The purpose of the Home Tuition Grant Scheme is to provide funding towards the provision of a compensatory educational service for:

• Early educational intervention for children with autism who meet the scheme’s eligibility criteria

• Students with special educational needs seeking an educational placement in a recognised school

• Students, enrolled in schools, with a significant medical condition, or school phobia and/or associated depression/anxiety, which has caused, and is likely to continue to cause, major disruption to their attendance at school

In exceptional cases the department will consider home tuition applications on behalf of students with diagnoses of school phobia and/or associated depression/anxiety which has caused, and is likely to continue to cause, major disruption to their attendance at school. This exception will only apply where a continued absence from school is required to facilitate appropriate medical or therapeutic intervention with a view to the reintegration of the student in their school.

The department has an agreement with iScoil who provide educational support to children as an alternative to provision under the medical strand of the Special Education Home Tuition Scheme.

iScoil is a non-profit online learning service that offers young people a pathway to learning, accreditation and progression. This online learning environment allows young people to re-engage with education, achieve recognised QQI certification and access further education, training and employment opportunities. It is important to note that iScoil are committed to ensuring that all efforts are made to reintegrate children in their school.

A significant body of research shows the benefits of children attending school with their peers, and while home tuition is provided on an interim basis in certain situations, the aim is to support children to re-integrate into school as soon as possible.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Staff

Ceisteanna (321)

Réada Cronin

Ceist:

321. Deputy Réada Cronin asked the Minister for Education the plans her Department has to recruit teachers who would teach on an online only basis, such an option proving attractive to many; and if she will make a statement on the matter. [6483/24]

Freagraí scríofa

Minister for Education

The recruitment and appointment of teachers to fill teaching posts is a matter for the individual school authority, subject to procedures agreed under Section 24(3) of the Education Act 1998 (as amended by the Education (Amendment) Act 2012). In accordance with Department Circular 44/2019 and Circular 31/2011, which are available on the Department’s website under gov.ie - Department of Education (www.gov.ie), schools are required to employ appropriately qualified teachers and ensure that unemployed teachers should be offered employment in preference to those who have retired. These measures were taken in an effort to increase employment opportunities for unemployed teachers.

Budget 2024 contains a range of measures that demonstrate my commitment to continued investment in our education system, including a professional masters’ of education incentive scheme for newly qualified teachers. Those newly qualified teachers who graduate with a PME will, subject to some conditions, be eligible for an incentive payment of up to €2,000. This incentive payment will be paid to eligible primary and post-primary teachers in 2025.

Additionally, there will be an expansion in the number of upskilling programmes available. These programmes, which are free to teachers, increase the number of teachers who are qualified to teach in-demand subjects and reduce the level of out-of-field teaching. These new upskilling programmes in Irish, French, politics and society, and computer science will be in addition to existing upskilling programmes in maths, physics and Spanish.

An additional 1,000 posts of responsibility will be provided in the school system for the 2024/25 school year. This is in recognition that school leaders play a key role in improving educational outcomes by creating a positive school climate and environment as well as motivating and empowering educators and learners within their school communities.

It is important to note, that while remote teaching and learning was a necessity during the pandemic, the teaching model in Ireland is for in-person teaching and learning delivered in school settings, notwithstanding that, to facilitate effective approaches to supporting learning in a remote environment, schools are advised to develop and adopt a model for learning that will support continuity of education regardless of school closure or inability of a class group or pupil/student to attend school.

In November 2020, circular (No. 0074/2020) issued to all schools advising them of the requirement to put in place appropriate contingency measures, to include a Communication and Learning Platform, to ensure that there would be continuity of teaching and learning in the event of a full or partial school closure. While those circumstances are no longer envisaged, such platforms remain relevant to assist in the meaningful, mediated usage of digital technology in teaching and learning, and to facilitate school administration and communication.

It is important to note that digital technology is a tool to be employed by teachers to deliver the curriculum and that it is not replacing the teacher in the teaching process. Regular engagement with pupils and students, appropriate and engaging learning opportunities, assessment and constructive feedback is and will continue to be an important elements for the delivery of education.

Extensive support and advice for teachers and schools to assist in the embedding of digital technologies in teaching and learning is made available through my Department’s support service, Oide (formally the Professional Development Service for Teachers (PDST)) and its Technology in Education team at Online Learning - Oide Technology in Education.

This resource includes information on popular communication and learning platforms, digital tools and resources, video conferencing, webinars to support and inspire teachers to identify good practice and a dedicated online course for teachers for remote learning. The Department’s Education website www.scoilnet.ie also contains a wealth of curriculum tagged resources that can be used by teachers, students and parents to support the continuity of learning in the remote environment.

The Gaeltacht e-Hub Project was established to provide Gaeltacht post-primary students with the opportunity to access a greater range of Senior Cycle subjects via blended learning, through the medium of Irish. In the 2023-24 school year, 30 students in ten post-primary schools located in the Gaeltacht (including three island schools) are studying Leaving Certificate Physics and/or Chemistry through the e-Hub. Nine students completed the Leaving Certificate Physics course though the e-Hub in 2023.

My Department continues to engage closely with education stakeholders to develop further, innovative measures to address teacher supply and recruitment issues.

Health and Safety

Ceisteanna (322)

Réada Cronin

Ceist:

322. Deputy Réada Cronin asked the Minister for Education her plans to provide clean air in school given public health announcements regarding measles, which, like Covid-19, is a highly contagious, airborne infection, easily transmitted and contracted in enclosed spaces; and if she will make a statement on the matter. [6484/24]

Freagraí scríofa

Minister for Education

My Department’s Guidance (gov.ie - Guidance on Ventilation in Schools (www.gov.ie) (www.gov.ie/en/publication/c6578-room-air-cleaner-guidance-for-schools/) sets out the practical steps for improving ventilation in a school setting. Where poor ventilation continues to exist in a particular room/area, schools are advised to consider air cleaners as an additional measure in conjunction with other methods of ventilation that are available. This is in line with the Expert Group guidance, which identified that in areas with poor ventilation, that structural interventions and measures to increase natural ventilation, could be completed.

Schools were advised in Circular 65/2021 (gov.ie - Enhanced Minor Works Grant Funding for Primary Schools, Exceptional Minor Works Grant Funding for Post-Primary Schools with a particular focus on supporting enhanced ventilation (www.gov.ie)) that they could use their Minor Works Grant to address their ventilation requirements.

As there is no one solution that fits all scenarios, each school must use bespoke analysis, and an appropriate ventilation solution should be matched to the specific room size and volume. Given that each school setting is different, individual schools are best placed to decide how to use this funding to address their particular needs in line with the Department’s Guidance.

Schools could also apply for additional Emergency Works Scheme grant assistance to address ventilation enhancements where the Minor Works Grant does not cover the full cost of the works required. Schools can also seek the recommendation of a Chartered Engineer or Registered Architect to garner specialist advice/assistance. This will help ensure that appropriate solutions are being put in place to address ventilation issue.

Teaching Qualifications

Ceisteanna (323)

Michael Fitzmaurice

Ceist:

323. Deputy Michael Fitzmaurice asked the Minister for Education if she can seek assurance from the Teaching Council of Ireland that it will ensure that persons completing their masters in physical education in the UK can be facilitated in Ireland in 2024 to complete their two-year induction as there is a lack of physical education teachers within education settings; and if she will make a statement on the matter. [6495/24]

Freagraí scríofa

Minister for Education

Under the Teaching Council Acts 2001-2015 the Teaching Council is the body with the statutory authority and responsibility for the regulation of the teaching profession in Ireland including the registration of Teachers in the State.

The Teaching Council is the professional standards body for the teaching profession, which promotes and regulates professional standards in teaching. The Council registers teachers under the Teaching Council Act 2001-2015. There are five routes of registration with the Teaching Council which are namely Route 1: Primary, Route 2: Post-primary, Route 3: Further Education, Route 4: Other and Route 5: Student Teacher. The registration requirements for each route is set out in the Teaching Council (Registration) Regulations 2016.

The Teaching Council has a statutory remit and there is a provision in the legislation which allows them to make regulations for the purposes of registration.

Statutory Instrument No. 12 of 2023, the Teaching Council (Registration) (Amendment) Regulation, which was in place has now expired and therefore the facility is no longer open. In the context of the Council's legislative remit, this provision was put in place via a Statutory Instrument (SI), and as such, the SI defines the period during which the measure is operated.

A further Statutory Instrument would be required to establish the Teaching Council (Registration) (Amendment) Regulation for a longer period, which under the Teaching Council Act is a matter for the Council.

Since the 1st of February 2024, applicants for registration who qualified out of state will be required to apply for registration under the standard application process for out of state qualified teachers. They will be required to provide evidence of being a fully qualified teacher, including evidence of having completed induction in the country of qualification.

It should be noted that the Department, under statute, has no direct role in individual applications and in all cases applicants should engage to the fullest extent with the Council and follow their guidance in relation to the requirements for the route of registration they are seeking.

Through engagement with the Council on this matter, I can advise that the Council is considering any further amendment to provide for this facility (that is, completion of induction in Ireland for overseas qualified teachers) in the context of its legislative framework, including relevant EU legislation.

School Accommodation

Ceisteanna (324)

Pádraig O'Sullivan

Ceist:

324. Deputy Pádraig O'Sullivan asked the Minister for Education for an update on her Department’s proposed accommodation plans for a school (details supplied); and if she will make a statement on the matter. [6496/24]

Freagraí scríofa

Minister for Education

A project to provide a new 16 classroom primary school building to include special education needs provision for the school referred to by the Deputy is being advanced by my Department.

The project will be delivered as part of my Departments ADAPT Programme. ADAPT is an acronym which stands for the "Accelerated Delivery of Architectural Planning and Tendering".

The ADAPT Programme uses a professional external Project Manager to co-ordinate and drive the design team to achieve the best possible timeframe for the project through the stages of Architectural Planning to Tender and Construction. The project is currently at Design Team tender assessment.

It is estimated that the design team appointment will be ratified during Quarter 2 2024.

Upon appointment, the design team will proceed to Stage 1 of Architectural Planning – Preliminary Design, where the design team will assess the site and current school buildings and prepare their initial sketch schemes. A preferred design option, including the scope and extent of works to be carried out will be established during this early stage.

Pending the completion of this new school building, interim arrangements for the accommodation of the school have been put in place. In order to facilitate the continued growth of the school, additional accommodation is required for the 2024/25 school year. My department is currently engaging with the school patron to put a solution in place in this regard.

Special Educational Needs

Ceisteanna (325)

Niamh Smyth

Ceist:

325. Deputy Niamh Smyth asked the Minister for Education to review correspondence regarding SET allocation to a school (details supplied); the reason these cuts have taken place; and if she will make a statement on the matter. [6499/24]

Freagraí scríofa

Minister of State at the Department of Education

I would like to thank the Deputy for the question.

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

The vast majority of children with special educational needs are supported to attend mainstream classes with their peers.

The allocation model for 2024/25 distributes the total available number of Special education Teacher posts in line with each school’s profile of need. The model makes an allocation on the basis of a number of inputs, including enrolment numbers. It also uses school-level data from standardised tests in order to reflect relative levels of overall needed.

It seeks to distribute teaching resources in the fairest possible manner, taking into account as much evidence as possible in respect of individual schools and evidence in respect of the best possible use of resources. Of schools across the country, 67 % of schools have either increased their allocation or retained their previous allocation. Of those schools whose allocation has been decreased, 70 % of these schools have reduced their hours by 5 hours or less

I would be the first to acknowledge that every school is different, and that schools can experience unique circumstances that may be difficult to reflect in any standardised method. This is always a challenge when we seek to make allocations in respect of 4,000 schools. It is for this reason that we have also streamlined the review process for Special Education Teachers and schools who feel that they have received an inappropriate allocation can make this application to the NCSE.

The Department is cognisant that it is possible that unique circumstances may present in a school which could require an urgent review. In such circumstances, the school may apply for this process through the NCSE. Reviews will be conducted by the NCSE, between March and May each year, to better enable schools to plan for the following September.

Appendix 1 of Circular 002/2024 & 003/2024 clarifies what constitutes unique circumstances and provides further information on the SET Review process.

Application forms for schools to apply for a SET Review will be available on the NCSE website from the week commencing the 19th February 2024.The NCSE will begin accepting applications for SET Reviews on the 1st March 2024 with a closing date for applications of SET Reviews on the 22nd March. Schools must submit their completed application forms through the online portal on the NCSE website.

Schools Building Projects

Ceisteanna (326)

Mick Barry

Ceist:

326. Deputy Mick Barry asked the Minister for Education when a school (details supplied) will have an update on approval of its stage 3 report for a planned extension to the school; and if she will make a statement on the matter. [6510/24]

Freagraí scríofa

Minister for Education

The project to which the Deputy refers includes an extension to the existing school buildings. The project has been devolved for delivery to the school authority and it has appointed a design team to progress the project.

The tender report has been received by my Department and is currently under review from both a technical and cost perspective. The review is nearing completion and my Department will revert to the school authority directly on the outcome and the next steps to progress this project.

My Department will continue to engage with the school authority to provide any assistance needed to progress this important project.

Special Educational Needs

Ceisteanna (327)

Jim O'Callaghan

Ceist:

327. Deputy Jim O'Callaghan asked the Minister for Education what facilities are available for a national school child in Terenure who suffers from severe dyslexia and who has been refused a place in schools (details supplied); and if she will make a statement on the matter. [6557/24]

Freagraí scríofa

Minister of State at the Department of Education

Enabling children with special educational needs to receive an education is a priority for this government. It is also a key priority for me as Minister for Special Education & Inclusion, for my department and for the National Council for Special Education (NCSE).

It is my department’s policy, in accordance with the principles of inclusive education, that students with additional learning needs are supported in mainstream classes along with their peers, with additional supports provided as necessary.

My department provides for a range of placement options and supports for schools, which have enrolled students with special educational needs in order to ensure that wherever a child is enrolled, they will have access to an appropriate education.

My department has invested considerably in ensuring that all recognised mainstream schools have been allocated additional special education teaching resources to support them in providing optimal learning experiences for children with special educational needs, including students with a specific learning disability such as dyslexia.

Provision for students is governed by the continuum of support and a range of guidance documents, resources and training opportunities is available to schools to inform their approaches in meeting the needs of students with special educational needs. The most significant of these resources are the 14,500 special education teachers who are employed in schools to provide additional support for children with special educational needs, including dyslexia.

The allocation of special education teachers allows schools to provide additional teaching support for all students who require such support and for schools to deploy resources based on each student’s individual learning need.

Where children’s needs are more complex, some may avail of a special class placement. There are nearly 3,000 special classes across primary and post-primary schools which provide for a broad range of needs including a small number (13) for children with dyslexia. In addition, there are four special schools which provide for children with the most acute levels of reading difficulties.

The NCSE, through its network of local special educational needs organisers (SENOs), is responsible for processing applications from schools for special educational needs supports as required. The NCSE is aware of emerging need from year to year and where additional provision is required to support schools to meet the needs of children with special educational needs, it is planned and established to meet that need.

In addition, there are specialist educational supports provided by the National Educational Psychological Services (NEPS) and the NCSE to help schools provide an appropriate education for students with special educational needs.

Funding is also made available to schools for the purchase of specialised equipment such as computers and/or software to assist children with special educational needs, including children with a specific learning disability such as dyslexia. This is provided where relevant professionals recommend the equipment as being essential for the provision of education. Schools can apply to the NCSE, through their local SENO for such support.

It is important to note that all classroom teachers at primary level and subject teachers at post-primary level have responsibility for the progress of their students. Where necessary, additional support is provided by special education teachers. The majority of students with significant literacy difficulties currently receive additional teaching support from a special education teacher in a mainstream class. This is provided on the basis of the individual student’s learning need, identified in schools, as opposed to being based on a requirement for a child to have a diagnosis, or an assessment, of a particular disability.

These supports are intended to provide students with the highest standard of education in mainstream classes, special classes and special schools.

My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to reach their full potential.

School Transport

Ceisteanna (328)

Colm Burke

Ceist:

328. Deputy Colm Burke asked the Minister for Education what provisions are being taken by her Department to ensure that all eligible students who apply for school transport under the post-primary school transport scheme in an area (details supplied) for the 2024-2025 academic year will be facilitated, given the high probability that the service will be oversubscribed; and if she will make a statement on the matter. [6565/24]

Freagraí scríofa

Minister for Education

The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education. In the current school year over 161,600 children, including over 135,000 pupils travelling on primary and post primary services, 19,800 pupils with special educational needs, and 6,800 pupils who have arrived to Ireland from Ukraine are transported on a daily basis to primary and post-primary schools throughout the country.

The total cost of the scheme in 2023 was €382.02m.

There has been an overall increase in both applications and tickets issued for the 2023/2024 school year in comparison to the 2022/2023 school year.

Under the current terms of the scheme, children are eligible for transport at post primary level where they reside not less than 4.8 kilometres from and are attending their nearest post primary school/education centre as determined by the Department/Bus Éireann, having regard to ethos and language.

Children who are eligible for school transport and who have completed the application process on time will be accommodated on school transport services where such services are in operation.

Children who are not eligible for school transport, but who completed the application process on time, will be considered for spare seats that may exist after eligible children have been facilitated; such seats are referred to as concessionary seats.

Because of the nature of concessionary transport for non-eligible children and the priority of providing places for eligible children, there may be an excess of demand over supply for concessionary places, in these cases Bus Éireann will allocate tickets for spare seats using an agreed selection process.

A minimum number of 10 eligible children residing in a distinct locality, as determined by Bus Éireann, are required before consideration may be given to the establishment or retention of school transport services, provided this can be done within reasonable cost limits.

Bus Éireann, who operates the school transport scheme on behalf of the Department, review all school transport services over the summer months. Arising from this review, routes may be altered, extended or withdrawn depending on the number and location of eligible children who will be availing of school transport for the following school year.

For school bus operating purposes a “distinct locality” is a cluster of eligible children who reside in the same general area, in the same general direction from the education centre attended, as determined by Bus Éireann taking cognisance of the local road network.

Details of the application process for the 2024/2025 school year will be available shortly.

Families can make an on-line application to their school of attendance for the 2024/25 School year on the Bus Éireann portal at www.buseireann.ie/schooltransport.

School Management

Ceisteanna (329)

Michael Lowry

Ceist:

329. Deputy Michael Lowry asked the Minister for Education further to Parliamentary Question No. 542 of 17 January 2024, when her Department will issue a detailed and explanatory response to serious matters raised in correspondence from the management and principal of a school (details supplied); and if she will make a statement on the matter. [6567/24]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that a further response issued to the Principal of the school in question on 9th February 2024.

School Funding

Ceisteanna (330)

Michael Lowry

Ceist:

330. Deputy Michael Lowry asked the Minister for Education further to Parliamentary Question No. 542 of 17 January 2024, how the lottery system used during the STEM grant application process was highlighted in the briefing document to schools before they applied; her views on whether a lottery system was fair, considering the short timeframe offered to schools to complete the application, and the considerable effort schools put into submitting these applications and for them to fail without having the opportunity to be fully assessed on their individual merits; and if she will make a statement on the matter. [6568/24]

Freagraí scríofa

Minister for Education

I can advise the Deputy that the STEM (Science, Technology, Engineering, and Mathematics) grant scheme was an action in the new STEM Education Implementation Plan published in 2023. The grant was to support schools in carrying out projects to stimulate an increased interest in STEM and included an application process as with other STEM initiatives in the past such as the STEM clusters project.

The grant scheme was announce on 6th November 2023 with an initial closing date of 27th November 2023. The closing date was subsequently extended to 30th November 2023. When the grant scheme was announced the Department indicated that it had funding of €1.5m available. There was a phenomenal demand from schools with around 3,000 applications received. Every application received by the deadline of 5pm on the 30th November was read and processed, leaving 2,727 schools with an ask amounting of over €25m.

Given the very high number of valid applications and the budget available for the scheme, a decision was made by the Department to run a lottery The application for each school was then assessed on a case by case basis with the applications read again by the evaluation team, to ensure they met the requirements as set out in the grant call. Any school deemed not to have met the requirements was removed. The procedure was then repeated until all the budget available was allocated.

My Department is front loading the grant scheme in 2023/2024 school year and it is hoped that a further round of funding can be run this year. This means that eligible schools that were not successful this time may receive funding in the future.

I am aware of the time and effort that was put in by schools the application process and the frustration felt by the schools however there was limited money available to my Department. The Department will be in contact with schools in relation to any future funding that becomes available.

School Enrolments

Ceisteanna (331)

Ged Nash

Ceist:

331. Deputy Ged Nash asked the Minister for Education to outline any plans being considered for a new second level school in the Blackrock/Haggardstown area of County Louth; if her Department’s population projections show the need for a new school in the area; and if she will make a statement on the matter. [6572/24]

Freagraí scríofa

Minister for Education

I wish to advise the Deputy that requirements for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.

In order to plan for school provision and analyse the relevant demographic data, my Department divides the country into 314 school planning areas and uses a Geographical Information System, using data from a range of sources, including CSO Census data, Child Benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.

Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my Department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from Local Authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.

The Blackrock/ Haggardstown area of County Louth is in the Dundalk school planning area. The 2023 demographic exercise indicates that post primary enrolments in the school planning area are projected to peak in 2027 and decline thereafter.

Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the particular circumstances of each case and may, be provided through: • Utilising existing unused capacity within a school or schools,• Extending the capacity of a school or schools,• Provision of a new school or schools.

If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to Gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (Aonad) in an English-medium school.

New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.

These new arrangements also give an opportunity to patrons to apply for the patronage of new schools. The criteria used in deciding on the patronage of new schools place a particular emphasis on parental patronage and language preferences and an analysis of existing provision in the areas where the schools are being established. This approach is underpinned by a 2011 Government Decision.

There are 2 projects in the Dundalk school planning area and when completed, will cater for the demand for school places in the area:

De La Salle College (Roll number 6389IT) (Stage 2a -involves the Preliminary Design, site surveys and cost estimates) 2x Special Educational Needs classrooms, 2x mainstream classrooms and 1x DCG classroom. The Stage 2b report has been received by the Department from school authorities and is currently being reviewed.

St Vincents Secondary School (Roll number 63900R) (Stage 2b - is the developed design & lodgement of planning permission) 3x mainstream classrooms 3x Science Labs and 1x prep area, 1x Technology classroom & prep area, 1x DCG classroom, 1x Multimedia classroom, 1 Special Education tuition room, 5x Special Education Needs classrooms plus ancillary accommodation

The Department will continue to liaise with Local Authorities in respect of their County Development Plan and any associated Local Area Plans with a view to identifying any potential long-term school accommodation requirements across school planning areas.